Mind the Gap: Teaching<i>Othello</i>Through Creative Responses

Mills, Dan

doi:10.1215/15314200-2007-030

Cited by 4 publications

(2 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Increasingly, there is also scholarship on the value of literature students engaging in creative practice—particularly now that the creative writing has come to mark its own territory. 8 Various studies consider the ways that creative writing can be employed to open up discussion of otherwise difficult literary texts (see, for example, Bloom, 1998; Cummins, 2009; Everett, 2005; Greene, 1995; Kucan, 2007; Mills, 2008). But these studies are more focused on the benefits for improving literary analysis than the potential of a mutually beneficial relationship between creative reading and writing.…”

Section: Life Writing and The 21st-century Classroommentioning

confidence: 99%

Why literature students should practise life writing

Cardell

Douglas

2016

Arts and Humanities in Higher Education

View full text Add to dashboard Cite

This article considers our experiences teaching a hybrid literature/creative writing subject called “Life Writing.” We consider the value of literature students engaging in creative writing practice—in this instance, the nonfiction subgenre of life writing—as part of their critical literary studies. We argue that in practicing life writing, our literature students are exposed to and gain wider perspective on the practical, critical, creative, and ethical issues that arise from working with literary texts. Such an approach is not with risk. As we discuss in this article, life writing texts can often narrate difficult or traumatic material. However, we want to show how life writing, with its particular focus on actual lives and lived experience, creates a particularly conducive ethical, intellectual, and creative space for learning about and practicing writing.

show abstract

Section: Life Writing and The 21st-century Classroommentioning

confidence: 99%

Why literature students should practise life writing

Cardell

Douglas

2016

Arts and Humanities in Higher Education

View full text Add to dashboard Cite

show abstract

“…Our aim to reassess the role of the literature of a foreign language at an undergraduate level by centring our teaching on the question of narrative also has theoretical grounding in the works of Showalter (2003), Mills (2008) and Severn (2008 At a more general level, in a study that is partly related to our own concerns, Davies (2006) worked with non-native speakers of English who take classes in literature. This was not specifically narrative focussed, centring instead on issues such as cinema adaptations and the relationship between conventional print and the internet.…”

Section: The Problemmentioning

confidence: 99%

Into the Engine Room: An Inter-University Literature-Teaching Project Focussing on Narrative

Owen

Font

Pahissa

et al. 2012

Bellaterra J. Teach. Learn. Lang. Lit

View full text Add to dashboard Cite

This article sets out the objectives, approaches and organisational development of a still ongoing inter-university literature-teaching project entitled 'Between the Lines: Comprehensive Reading of Literary Texts in a Foreign Language', which was awarded a two-year grant by the Catalan Agency for the Management of University and Research Grants, AGAUR (MQD 00121). As a means of countering students' excessive concern with essentially superficial aspects of literary texts and in order to facilitate their understanding of more complex textual issues, this project has systematically emphasised the issue of narrativity in literature teaching, thereby also helping students to approach their subject in a more technically sophisticated way in keeping with the demands of their degree. The article discusses the various phases of the project's implementation, with reference to the underlying problem that gave impetus to the initiative, as well as setting out its provisional conclusions.

show abstract

Taking Stock

Brockman¹

2010

Pedagogy

View full text Add to dashboard Cite

This article characterizes the first ten volume years of From the Classroom (FTC), one of three featured columns in Pedagogy. FTC articles, like other Pedagogy articles, showcase the work of scholars representing different ranks, subdisciplines, and institutional levels; unlike regular articles, FTC articles tend to be just 500 to 3,000 words. FTC authors, then, are challenged to raise a specific question or phenomenon by placing it momentarily within a larger theoretical, historical, and conceptual framework. Brockman groups most FTC articles into nine categories: Minding the Margins; Honoring Creative Nonfiction; Understanding Class, Culture, Gender, and Race; Mentoring Preservice Teachers; Incorporating Technology; Constructing Academic Arguments; Teaching Non-English Majors; Highlighting Effective Methods; and Showcasing Subdisciplines.

show abstract

Mind the Gap: TeachingOthelloThrough Creative Responses

Cited by 4 publications

References 5 publications

Why literature students should practise life writing

Why literature students should practise life writing

Into the Engine Room: An Inter-University Literature-Teaching Project Focussing on Narrative

Taking Stock

Contact Info

Product

Resources

About